My Family and Friends

Unit - My Family and Friends					School:
Date: 21.11.2017					Teacher name:
CLASS: 1					Number present:				Absent:
Lesson title					In my house
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)		1.UE11   use there is/are to make short statements 1.S3  pronounce basic words and expressions intelligibly 1.L3 recognise with support simple greetings recognise the spoken form of a limited range of basic and everyday classroom words
Lesson objectives		Learners will be able to:
		·         pronounce basic words and expressions intelligibly ·         use “there is/there are …” structure to make statements about house rooms ·         understand and follow teacher`s instructions
Assessment criteria		A learner ·         makes up correctly sentences using there is/ there are; ·         names correctly the rooms in the house ·         names correctly furniture in the house
Language objectives		There is/there are…, a house, a living room, a dining room, a bedroom, a bathroom, a kitchen, a sofa, a chair, an armchair, a table, a fridge, a TV, a computer, a picture
Value links		·         Communicative and friendly ·         Labour and creativity, lifelong learning
Cross - curricular links		Art, Crafts, Music
Previous learning		Furniture vocabulary
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
Beginning	Organization moment/Greetings Sing a song “Hello!” Teacher pays children`s attention to the house on the board. This is a big house. There is a chair.  There are two windows. What is the theme today? Today we will remember the words to the theme “My house” – rooms and furniture.						https://www.youtube.com/watch?v=tVlcKp3bWH8 Poster of the house
Middle	Drilling the vocabulary – a kitchen, a living room, a bedroom, a bathroom Task 1 Label the rooms in the house Teacher nominates a learner to come to board and to label room in the house. Than learners name the rooms in the house. Task 2 Do "Rooms of a house Posters" Put your students into groups of 3.  Assign each group a room of a house  and get the groups to write the room name at the top of their construction paper.  So, for example, one group will make a "bedroom" poster, another a "living room poster", etc.  Tell everyone to look through their magazines/catalogs and cut out pictures to stick on their poster for their room.  Demonstrate this with one room before you start to make sure everyone understands (e.g. in living room: a sofa, a TV, coffee table, etc.). Give students 7 minutes for this. When all of the posters are complete, get each group to stick theirs to the walls of the classroom - try and get them evenly spaced around the room. Modeling: Teacher points to a chair saying: There is an armchair. Teacher points to armchairs saying: There are armchairs. Teacher shows a poster to practice objects in a house using structure there is/are. FA – peer-assessment “Smiles” – You may stick the smile on the poster if the poster ·         has 5-6 pictures according the theme ·         speaker builds up 3-4 sentences ·         speaker names room and furniture Physical action Play "Touch the picture" Get everyone to sit in the middle of the classroom.  First, the teacher goes to each poster and choruses each picture 2 or 3 times (e.g. "bed, bed, bed").  Do this quite quickly to avoid students getting bored.  Then, tell everyone that you are going to say an object and everyone has to race to touch it on the poster.  The first person to touch it is the winner.  Shout out a word (e.g. "sofa!") and everyone rushes to touch that picture.  Then continue shouting out other words, as students race around the room touching objects on the posters.  This should be fast paced and fun. Formative assessment - Crafts Learning objective:  1.UE11  use there is / there are to make short statements Level of thinking skills:  Application Assessment criteria:  Use there is / there are in statements Task Make up sentences. Use there is/ there are. Example: There are two windows. Children  draw a house and there should be different objects in the house which are familiar for learners. After finishing their task, learners demonstrate their house using there is/are. Descriptors A learner ·         makes up correctly sentences using there is/ there are; ·         names correctly the rooms in the house ·         names correctly furniture in the house						Worksheet – A3 “a house”, stickers one large piece of card / construction paper a magazine/ catalog with lots of photos of household objects (at least one per group) scissors and glue eslkidstuff.com/esl-kids-lesson-plans.html Stickers to all learners Sheet of paper, colored pencils
End	Feedback Can you name the objects which you have at your house? What was unclear for you during the lesson? What we need to continue working on? Sing a song  “Good bye”						https://www.youtube.com/watch?v=Xcws7UWWDEs
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Health and safety check
more support can be given during elicitation, instruction and  questioning phases of the lesson by nominating learners to  answer items relating to more high frequency vocabulary to build confidence through participation.			through questioning and the redirecting of questioning in feedback activities through observation			Using physical exercises and active learning.
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?				Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

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Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

1.UE11 use there is/are to make short statements

1.S3 pronounce basic words and expressions intelligibly

1.L3 recognise with support simple greetings

recognise the spoken form of a limited range of basic and everyday classroom words